Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUAATS503, 'Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine impacts of Aboriginal and Torres Strait Islander history
1.1 Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples
1.2 Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities
1.3 Analyse how identified factors impact on professional practice issues
2. Develop knowledge of cultural practices and artistsâ€™ rights
2.1 Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities
2.2 Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture
2.3 Evaluate work practices to ensure they are culturally safe and support artistsâ€™ rights
2.4 Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities
3. Communicate effectively with artists and their communities
3.1 Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities
3.2 Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community
3.3 Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices
4. Build and maintain partnerships with artists and their communities
4.1 Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities
4.2 Promote work practices that are based on mutual respect, inclusivity and self-determination
4.3 Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities
5. Represent artists and their communities
5.1 Seek permission and advice to work with artists and their artwork according to cultural protocols
5.2 Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork
5.3 Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage